Effect of Think-Pair-Share Instructional Strategy on Secondary School Students’ Academic Performance in English Language in Taraba State, Nigeria

Abstract

students' academic performance in English Language in Taraba State. A quasi-experimental pre-test–post-test non-equivalent control group design was adopted. The population comprised 22,716 Senior Secondary School II students in 310 public secondary schools, from which a sample of 393 students was determined using the Taro Yamane sample size formula and selected through a multi-stage sampling technique. Data were collected using the English Language Achievement Test (ELAT), which was validated by experts and tested for reliability using Cronbach's Alpha. Mean and standard deviation were used to answer the research questions, while Paired Sample t-test and Analysis of Covariance (ANCOVA) were employed to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught using the Think-Pair-Share instructional strategy achieved significantly higher academic performance than those taught using the conventional teaching method. The study concludes that Think-Pair-Share is an effective learner-centred instructional strategy for improving students' achievement in English Language. It contributes to knowledge by providing context-specific empirical evidence to support the adoption of Think-Pair-Share in English Language instruction in Nigerian secondary schools.